Understanding Assessment And Assessment Criteria In Vocational Education And Training (VET)

IMPORTANT: The Learner Manual is the primary text used throughout this qualification and the chapters/additional pages of the Learner Manual must be read prior to attempting this workbook.

IMPORTANT: Website links are accurate as of 01 August 2017.

Student full name:

Student signature:

Date submitted:

First submission feedback:

Reasonable adjustments made:

  Yes   

  No

Details of reasonable adjustments (if applicable):

Assessment outcome:

  Satisfactory (S)

  Not Yet Satisfactory (NYS)

Assessor name and signature:

Date:

Second submission feedback:

Reasonable adjustments made:

  Yes   

  No

Details of reasonable adjustments (if applicable):

Assessment outcome:

  Satisfactory (S)

  Not Yet Satisfactory (NYS)

Assessor name and signature:

Date:

Third submission feedback:

Reasonable adjustments made:

  Yes   

  No

Details of reasonable adjustments (if applicable):

Assessment outcome:

  Satisfactory (S)

  Not Yet Satisfactory (NYS)

Assessor name and signature:

Date:

FINAL ASSESSMENT OUTCOME

Assessor name and signature:

Date:

Clause

Explanation

Clause 1.1:

RTO must provide training which are consistent with the requirements of training packages and VET accredited courses, in order to enable learners to meet the requirements for each unit of competency in the module they enrolled.

Clause 1.2:

RTO must determine the amount of training for each learner, based on the learner’s existing skills, knowledge and experience, ensuring the learner gain all gain relevant skills and knowledge through the most suitable delivery mode. RTO must ensure the amount of training required comply with the standards provided by AQF.

Clause 1.3:

RTO must provide enough trainers and assessors as well as educational and support services to deliver the training and assessment. RTO must provide enough learning resources to the learner regardless of location or mode of delivery to enable learners to meet the requirements for each unit of competency. RTO must provide enough equipment and facilities (physical or virtual) to support the learners undertaking the training and assessment.

Clause 1.4:

RTO must meet all requirements specified in the training package or VET accredited course.

Clause 1.13:

RTO must ensure the person delivering training and assessment to have appropriate level of vocational competencies, to have relevant and current industry skills, to have current knowledge and skills in vocational training.

Organisation

Explain as per the instructions above

Council of Australian Governments (COAG):

Role

Responsibility

To ensure all VET reforms are implemented.

Website

Australian Industry and Skills Committee (AISC):

Role

To advice Federal and State Industry and Skills Ministers on the implementation of national vocational education and training policies,

Responsibility

To approve nationally recognised training packages for implementation in the VET system.

Website

www.aisc.net.au

Industry Reference Committee (IRC):

Role

To advice AISC about the skills needs of their industry sector.

Responsibility

To develop and review training packages.

Website

https://www.aisc.net.au/ircs

Skill Service Organisation (SSO):

Role

Independent from both the industry and the training sectors, SSOs provide agreed services to support several IRCs, and act as a key access point between industry stakeholders and training organisations.

Responsibility

To provide professional services as requested by different IRCs, such as preparation of skills forecast documents, reviewing training packages etc.

Website

https://www.aisc.net.au/content/skills-service-organisations

Australian Skills Quality Authority (ASQA):

Role

The role of ASQA in VET is to ensure training provider keeping the standards to the nationally approved quality.

Responsibility

To ensure VET providers provide courses that have appropriate quality.

Website

https://www.asqa.gov.au/about

Registered Training Organisation (RTO):

Role

The role of RTOs is to deliver quality-assured and nationally recognised vocational education and training services.

Responsibility

To ensure training and assessment delivered is compliance with all the requirements stipulated in the relevant training package

Website

https://www.asqa.gov.au/about/australias-vet-sector/about-rtos

Australian Qualifications Framework (AQF):

Role

The role of the AQF is to regulate qualifications in the Australian education and training system.

Responsibility

The ensure AQF policy document facilitate pathways to formal qualifications.

Website

The volume of learning as described by the AQF defines how long a learner, who does not hold any competencies identified in the qualification, would normally take to develop all the required skills and knowledge at that qualification level. There are 10 “level criteria” and 14 “qualification type descriptor” that collectively determine the dimension of the complexity and the depth and breadth of a qualification.

Qualification type

Complete as per the instructions above

Certificate III:

Relevant AQF level

Level 3

Purpose

The Certificate III qualifies individuals who apply a broad range of knowledge and skills in varied contexts to undertake skilled work and as a pathway for further learning

Knowledge

Graduates of a Certificate III will have factual, technical, procedural and theoretical knowledge in an area of work and learning

Volume of learning

The volume of learning of a Certificate III is typically 1 - 2 years.  Up to 4 years may be required to achieve the learning outcomes through a program of indentured training/employment

Certificate IV:

Relevant AQF level

Level 4

Purpose

The Certificate IV qualifies individuals who apply a broad range of specialised knowledge and skills in varied contexts to undertake skilled work and as a pathway for further learning

Knowledge

Graduates of a Certificate IV will have broad factual, technical and theoretical knowledge in a specialised field of work and learning

Volume of learning

The volume of learning of a Certificate IV is typically 0.5 – 2 years.  There may be variations between short duration specialist qualifications that build on knowledge and skills already acquired and longer duration qualifications that are designed as entry level requirements for work

Diploma:

Relevant AQF level

Level 5

Purpose

The Diploma qualifies individuals who apply integrated technical and theoretical concepts in a broad range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning

Knowledge

Graduates of a Diploma will have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning

Volume of learning

The volume of learning of a Diploma is typically 1 – 2 year

A Training Package is documents developed by SSOs in conjunction with Industry Reference Committee to provide RTOs a nationally endorsed set of entry level standards and qualifications to deliver specific Training Program. It also specifies the units of competency and assessment guidelines. The purpose of the Training Packages document is to help the VET system achieve a better match between skills demand and supply, encourage flexible and relevant workforce development, provide for the national recognition of the vocational outcomes of learning, guide and support individuals in their choice of training and career.

1

www.training.gov.au

2

Registered Training Organisations

Endorsed Component

Complete as per the instructions above

Units of competency:

Relevant Standard/s

Standard 4: Units of competency specify the standards of performance required in the workplace.

Standard 5: The structure of units of competency complies with the unit of competency template

Role & Purpose

Each unit of competency identifies a discrete workplace requirement and includes the foundation skills that underpin competency. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Assessment requirements:

Relevant Standard/s

Standard 6: Assessment requirements specify the evidence and required conditions for assessment.

Standard 7: Every unit of competency has associated assessment requirements. The structure of assessment requirements complies with the assessment requirements template.

Role & Purpose

The Assessment Requirements provide the performance evidence, knowledge evidence and assessment conditions associated with each unit of competency that ensure that the training and assessment of a unit of competency meet industry needs and nationally agreed standards as expressed in the Training Package and the AQF

Qualifications:

Relevant Standard/s

Standard 8: Qualifications comply with the Australian Qualifications Framework specification for that qualification type.

Standard 9: The structure of the information for the Australian Qualifications Framework qualification complies with the qualification template.

Role & Purpose

Each Training Package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the ‘packaging rules’. The packaging rules must be followed to ensure the integrity of nationally recognised qualifications issued. 

Credit Arrangements:

Relevant Standard/s

Standard 10: Credit arrangements existing between Training Package qualifications and Higher Education qualifications are listed in a format that complies with the credit arrangements template.

Role & Purpose

Each Training Package provides details of any known Credit Arrangements existing between Training Package qualifications and Higher Education qualifications for those qualifications contained within the training package

1

Implementation guide

2

Learning strategies guide

3

Assessment strategies guide

Training packages are developed and endorsed nationally by Australian Industry and Skills Committee (AISC), Industry Reference Committee (IRC), and Skill Service Organisation (SSO). Training packages provide a consistent and reliable set of components for training, assessment, awarding qualifications, and credit arrangement.

Training Packages are made up of nationally endorsed mandatory components as follow:

Units of Competency

Each unit of competency identifies a discrete workplace requirement and includes the foundation skills that underpin competency as well as work health and safety requirements. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Assessment Requirements

The Assessment Requirements provide the performance evidence, knowledge evidence and assessment conditions associated with each unit of competency that ensure that the training and assessment of a unit of competency meets industry needs and nationally agreed standards as expressed in the Training Package and the AQTF.

Qualifications

Each Training Package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the ‘packaging rules’. The packaging rules must be followed to ensure the integrity of nationally recognised qualifications issued

Credit Arrangements

Each Training Package provides details of any known Credit Arrangements existing between Training Package qualifications and Higher Education qualifications for those qualifications contained within the training package. 

The rigorous development by several national organizations and strict adherence to the components’ standards within the training packages as described above are enabling factors to assist in setting the benchmark for training and assessment.

Mandatory fields

Optional fields

Unit of competency

Unit Code

Unit Title

Application

Elements

Performance Criteria

Foundation Skills

Unit Mapping Information

Links

Prerequisite Unit

Competency Field

Unit Sector

Range of Conditions

Assessment requirements

Title

Performance Evidence

Knowledge Evidence

Assessment Conditions

Links

Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments.

In line with this concept of competency, Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focusing on the learning process itself.

Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency, each of which describes a key function or role in a particular job function or occupation. Each unit of competency in a Training Package is linked to one or more AQF qualifications.

Competency standards

Units of competency

1

Elements

2

Applications

Assessment requirements

1

Performance evidence

2

Knowledge evidence

The first step of preparing a Learning Program is to select the relevant units of competency. Learning Program list a sequence of learning experience to achieve competency, where it document integrated learning process for the learner. They include the learning outcomes which are derived from the competency standards and outline the content, sequence and structure of learning, and the delivery and assessment methods to be employed.

Competency standards therefore must be used as the basis for determining the learning program content in a learning and assessment pathway which leads to a recognised vocational qualification or Statement/s of Attainment under the Australian Qualifications Framework (AQF).

Explanation

Foundation Skills:

Almost everything we do at work has something to do with learning, reading, writing, oral communication and numeracy. It might be having a conversation with a client or a colleague, completing an observation record, working to a schedule or reading workplace health and safety information. Thus learning program need to specify the level of LLN skills required to satisfy the unit of competency undertaken.

Performance evidence:

Performance evidence is the information that, when considered against a unit of competency, enables trainer to judge whether or not a learner is competent. Learners are assessed against demonstrable set of skills which are defined in the learning program.

Assessment Conditions:

Assessment conditions describe the conditions under which a student must demonstrate his/her ability in performing the assessed tasks. Theses may be any specific requirements for resources, trainers and assessors. As part of the assessment requirements, the conditions need to be stipulated in the learning program, to allow the learner to be assessed according to the principles of assessment (fairness, flexibility, validity, reliability).

Acceptable contextualisation

Unacceptable contextualisation

1

may add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes

remove the content of any of the elements and performance criteria

2

may make amendments and additions to the range statement, as long as such changes do not diminish the breadth of application of the competency and reduce its portability

distort or narrow the competency outcomes and limit its use

3

may add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required, where these expand the breadth of the competency but do not limit its use

diminish the breadth of application of the competency and reduce its portability

Training Package is a group of courses that’s developed by a Service Skills Organization or SSO. SSO’s are an organisation that are employed by the government to create qualifications around particular industries and provide a framework that qualifies people on a national level. They are benchmarks for training and assessment in the workplace training and assessment sector; that they include endorsed components—competency standards, AQF qualifications and assessment guidelines; and that the delivery and rollout of Training Packages is supported by various materials such as learning and assessment resources and tools.

Nationally Accredited Training Courses are courses that have been made privately by an individual, group or business that has not been employed or funded by the government. If an individual, group or business wishes to have their course made nationally accredited they must present it to the Government to be approved. Once the course is approved, it then becomes nationally recognised and any student who completes it is then qualified to work in that industry. Like Training Packages, accredited courses also require supporting materials, as the curriculum provides the framework but does not provide you with the tools or full suite of resources you will need in delivery and assessment.

Explain as per the instructions above

Course Code:

10480NAT

Course Name:

Graduate Diploma of Business Management

Core units:

BSBINN801A      Lead Innovative thinking and practice

BSBITB701A        Implement advance electronic technologies

BSBFIM701A      Manage financial resources

MSS408005A      Develop the learning processes of the operations organisations

MSS408007A      Develop problem solving capability of an organisation

MSS017004A      Lead sustainable strategy deployment

MSS027010A      Undertake complex environmental project work

BSBRES801A       Initiate and lead applied research

Elective units:

BSBMGT617A    Develop and implement a business plan (General Management Specialisation)

BSBPMG601A    Direct the integration of project (Project Management Specialisation)

MSS017001A      Analyse and determine organisational risk areas in sustainability (Risk Management Specialisation)

SITTPPD602        Develop environmentally sustainable tourism operations (Tourism Management Specialisation)

SITXINV601         Establish stock purchasing and control systems (Hospitality Management Specialisation)

TLIX6048A           Manage the development and delivery of logistic support (Logistic Management Specialisation)

Website link:

https://training.gov.au/training/details/10480NAT

Third Party Report

Student full name:

Jessica Nuan

Third party full name:

David Peterson

Project number:

232345

OBSERVATION AREAS

YES

NO

OBSERVER’S COMMENTS

Section 1: Conduct the interview 

Total time duration:

3 hours

·         The student clarified the purpose of the learning program

Yes

Good

·         The student confirmed the training and assessment needs of the candidate

Yes

Excellent

·         The student identified the characteristics of the target learner group

NO

Poor

·         The student sourced the relevant training package to meet the candidate ‘s needs

Yes

Marvellous

·         The student confirmed the competency standards

No

Absolutely wrong

·         The student confirmed the training specifications

Yes

Perfect

·         The student used appropriate language to provide and elicit information and communicate decisions

Yes

Looks good

·         The student used open and closed questioning techniques to confirm the candidate’s understanding

Yes

Sounds interesting

·         The student used listening techniques

No

Poor

·         The student sequenced the learning tasks

No

Needs improvement

·         The student responded to problems identified 

No

Need to change

·         The student confirmed the required outcomes for the learning program 

Yes

Good

·         The student confirmed the learning strategy 

Yes

Very good

Section 2: Review the learning program

Total time duration:

·         The student analysed the learning structure and delivery mode

No

Bad

·         The student reviewed the evidence gathering techniques

No

All wrong

·         The student discussed the support services

Yes

Good

·         The student reviewed the risk control plan

Yes

Very good

·         The student evaluated the learning resource

Yes

Best one

·         The student identified gaps (if applicable)

Yes

Very goog

·         The student suggested ideas for improvement

No

Need change

·         The student used appropriate language to provide and elicit information

No

Need to change the whole

·         The student used open and closed questioning techniques

No

Very poor performance

·         The student used listening techniques

Yes

Good

·         The student organised the learning program according to the RTO’s requirements

Yes

The best one

·         The student conducted the session according to the RTO’s policies and procedures on quality assurance

Yes

Excellent

Third Party Declaration

Third party’s full name:

David Peterson

Contact number:

123456789

Email:

-

Company name:

XYZ Private Limited

Position:

Training assessor

Relationship to the student:

Trainor

I,

David Peterson

make the following declaration:

·         I agree to be contacted by an ilearn online assessor regarding my comments in the Third Party Report.

·         I participated in the evidence gathering process and understood how to collect the required evidence.

·         I personally observed the above named student from start to finish for the delivery session.

·         I have provided a certified copy of my qualification (certificate and transcript) to the student.

·         I understand that ilearn online will contact the issuing RTO to verify the authenticity of my qualification.

·         All information and statements made in the Third Party Report are true and accurate.

Signature:

David Peterson

Date signed:

1^st April 2018

Key word/s

Explanations

Administer

How you intend to implement a task to the intended audience.

Assessment instruments

Assessment instruments may be written questions, activities, templates and observation checklists.

Assessment methods

Method of assessments may be direct observation, portfolio, questioning and third party evidence.

Active listening

Active listing involves listening to the information, understanding the information, providing feedback and responding appropriately.

Audience

The participants in attendance at a session.

Body language

The gestures, postures, and facial expressions by which a person manifests various physical, mental, or emotional states and communicates nonverbally with others.

Clustered

Where two or more units of competency can be integrated because there are similarities in the training package requirements. There is no need to assess a student twice if you are able to create assessment tools that cover both units. The benefits of integration are, students do not need have to cover the same content twice and it can cut down on their study time.

Contextual needs of the environment

This will depend on the work environment and industry. For example if the unit focuses on operating machinery then the assessment must consist of health and safety procedures that are relevant to the safe use of the machines. 

Contextualised

Contextualisation is the process of taking a training program and making it meaningful and relevant to the learner, their workplace or the industry.

Closed questions

Closed questions are often used to seek a one or two word reply such as yes or no. This method of questioning is useful when you are trying to obtain concise answers.

Facilitation skills

The act, process or experience of gaining knowledge through skill (hands on) based learning. To conduct training where the learner gains practical skills (not a lecture).

Handout

A document that contains topical information and is distributed to students to help focus on the session topic.

Language

Using industry specific language that is suitable for the level of the students and their learning.

Learning resources

Refers to any equipment, textbooks, activities or training aids that can be used to improve the learning process.

Materials

Using tools (e.g. cooking utensils, PPE items or apparatus) to perform a given task.

Monitor

The ability to analyse a situation, identify issues, resolve problematic situations and ensure activities are carried out properly.

Open questions

Open-ended questions allow the other person to provide a more detailed answer and encourage involvement in the conversation.

Outcome

This is the end result or desired result from training and/or assessment.

Records

Information or data on a particular subject collected during study and preserved for future reference for audit and proof of competency by the RTO.

Session plan

A document that explains the step-by-step timing of a lesson, the resources used in activities and the interactions of the class.

Skills

Proficiency, facility, or dexterity that is acquired or developed through training or experience in a ‘hands on’ environment.

Verbal delivery

The ability to speak clearly with correct pronunciation and adequate volume.

RTO name:

AGB Private limited

Course duration:

2-5 years

Code and title:

ab1122 Alcohol and other drugs

Purpose of program:

To seek qualified trainers in community services

Packaging rules:

·         To align with the standards and quality of the Australian Quality Framework

Recent changes to the training package

Taking feedbacks from the trainees

Entry requirements or prerequisites:

·         Language, literacy and numeracy assessment

·         Pre-training review

·         Enrolment application form

Pathways (if applicable):

Counsellors

Regulations, licensing and registration requirements:

Policies

Units of competency:

(add extra rows if necessary)

Code

Title

Core/Elective

BSB50111A

English

Core

BSB50112

maths

elective

BSB50113

Science

Core

BSB50114

psychology

Elective

BSB50115

sociology

Core

BSB50116

law

Elective

BSB50117

vocational education

Core

BSB50118

health and social care

Elective

BSB50119

history

Core

BSB50120

Advertising

Elective

Target learners:

Learners intending to mitigate the drugs addictions

Characteristics of target learners:

Extending support and guidance to others

Required facilities and equipment:

Visual advertisements, counselling forms

Support services available:

Support from the government

Reasonable adjustment options:

·         Shifting to other location

·         Compromising with the facilities for providing better training services

Learning resources:

·         Study materials

·         Notes

·         Census reports published by the government

Delivery and assessment arrangements:

(add extra rows if necessary)

Segment

Unit code

Unit name

Time allocation

(e.g. Days, hours, weeks, months)

1.        

BSB2311

Teamwork

1 month

2.        

BSB2312

Problem solving

1.5 months

3.        

BSB2313

patience

2 months

4.        

BSB2314

people management

2.5 months

5.        

BSB2315

time management

3 months

6.        

BSB2316

organisation

2 months

7.        

BSB2317

numeracy

2.5 months

8.        

BSB2318

communication

1.5 months

9.        

BSB2319

administration

3.5 months

10.    

BSB2320

customer service

4 months

Delivery mode:

Delivery venue details:

Auditorium, which has large accommodation services and fully equipped with materials like projector. Proper lighting services would also be needed so that the trainees can grasp the lectures being delivered. 

Assessment methods:

·         Post training test

·         Practical examinations

Assessment tools:

·         Charts, tables and graphs

·         Evaluation

Evidence gathering techniques:

(add extra rows if necessary)

Key codes

A

Survey

B

Feedback

C

Meetings

D

Group discussions

E

Data analysis

F

Self reflection of the exposed performance

Unit code

Unit title

A

B

C

D

E

F

BSB2311

Teamwork

BSB2312

Problem solving

BSB2313

patience

BSB2314

people management

BSB2315

time management

BSB2316

organisation

BSB2317

numeracy

BSB2318

communication

BSB2319

administration

BSB2320

customer service

Delivery and assessment staff:

(add extra rows if necessary)

Unit code

Staff name

Train

Assess

BSB2311

Peter

v   

BSB2312

Joseph

v   

BSB2313

Jessica

v   

BSB2314

Maria

v   

BSB2315

Lara

v   

BSB2316

Arianna

v   

BSB2317

Riana

v   

BSB2318

Ana

v   

BSB2319

Daniel

v   

BSB2320

David

v   

Assessment Validation:

Approval letter regarding progressing with the plans and strategies

Transition requirements:

Planning

Quality assurance policy

Hiring experts for assessing the quality of the training standards before delivering it to the trainees

Document formatting procedures

Practical demonstration of the training courses

Document filing procedures

Drafts and copies of the training standards to the board panel

Document storage procedures

Creating secret files with password

Version control procedures

Meetings with the stakeholders and shareholders

Date approved:

25^th March 2018

RTO name:

AAMc Hall Pty ltd

Course duration:

1-4 yrs

Code and title:

BSB5011

Purpose of program:

To provide training on uplifting the standards of the rural areas

Entry requirements:

·         BA Hons in rural business management

·         School leaving certificates at Higher Level

Pathways (if applicable):

·         Developing learning for farming practices

·         Managing nurseries

Regulations, licensing and registration requirements:

·         Australian Quality  Framework

·         Australian Skills Quality Authority

Target learners:

Leaners intending to do social work

LLN performance rating:

Learning

Reading

Writing

Oral Comm.

Numeracy

3

3.5

1

5

4

Characteristics of target learners:

·         Passion towards social service

·         Helping the rural people

Required facilities and equipment:

Videos of the rural areas and their present condition

Demography

Treatment by the government

Support services available:

Schemes developed by the local government

Reasonable adjustment options:

Campaigns

Learning resources:

Governmental updates on the websites

Delivery and assessment arrangements:

(add extra rows if necessary)

Segment

Element

Time allocation

(e.g. Days, hours, weeks, months)

1.        

Checklist

2.        

Charts and graphs

3.        

performance indicators

4.        

Post training tests

5.        

Experiments

Delivery mode:

Lectures

Delivery venue details:

Auditorium

Assessment methods:

Meeting with the Board of Directors

Assessment tools:

Evaluation of the scores of the post training tests

Evidence gathering techniques:

(add extra rows if necessary)

Key codes

A

Surveys

B

Interview

C

Internet research

D

Taking notes from the library books

E

Government websites

F

Journals

Unit code

Unit title

A

B

C

D

E

F

BSB50111

RURAL STUDIES

Delivery and assessment staff:

Unit code

Staff name

Train

Assess

Assessment Validation:

Hiring the external experts

Transition requirements:

Venue or accommodation issues

Date approved:

30^th March 2018

Provide a performance rating for each LLN core skill

Unit Code

Learning

Reading

Writing

Oral Comm.

Numeracy

1

BSB2311

1

1.5

2

2.5

3

2

BSB2312

1.5

2

2.5

3

3.5

3

BSB2313

2

2.5

3

3.5

4

4

BSB2314

2.5

3

3.5

4

4.5

5

BSB2315

3

3.5

4

4.5

5

6

BSB2316

3.5

4

4.5

5

1

7

BSB2317

4

4.5

5

1

1.5

8

BSB2318

4.5

5

1

1.5

2

9

BSB2319

5

1

1.5

2

2.5

10

BSB2320

1

1.5

2

2.5

3

Minimum LLN:

1

2

3

4

5

Project Number:

202024

Qualification or unit of competency being reviewed:

BSB2315

Name of Reviewer 1:

David

Name of Reviewer 2:

Josepf

Review date:

1^st April 2018

Item No.

Discussion item

Yes/No

You must justify your decision for each discussion item.

Structure and Delivery

Item 1.

Was the selection of units appropriate for the purpose of the program?

Yes

The units were selected as per the requirements of the framework

Item 2.

Is the proposed delivery mode and arrangements appropriate for the target learners?

No

The target delivery modes are not appropriate for the target learners as their capacity levels have not been considered

Item 3.

Are the selected units compliant with the course packaging rules?

No

The selected units are not according to the packaging rules, as they lack standards of the Australian Qualification Framework

Item 4.

Were there any changes to the relevant training package in the past 12 months? If so, how were the changes applied to the learning program?

Yes

Recently, feedbacks were taken from the trainees to develop the training courses as per their competency levels.

Item 5.

Is the course duration suitable for the select units, mode of delivery, and volume of learning?

Yes

The course duration is appropriate in terms of transmitting the basic information to the trainees.

Evidence Gathering Techniques

Item 6.

Is there a suitable range of evidence gathering techniques to determine whether the learner has both the skills and knowledge to perform the job to a satisfactory level? Why or why not?

Yes

The means of survey, interview and group discussion is perfect in terms of gathering evidence for the progress rates of the trainees.

Item 7.

Do you believe the assessment methods and tools will be sufficient and adequate, to determine whether a learner has the knowledge and skills, to work competently within your organisation?

Yes

Evaluation, through charts, tables and graphs would enhance the clarity of the administrative staffs regarding the progress of the trainees.

Support Services

Item 8.

Is the minimum LLN performance rating suitable for this learning program?

No

The LLN requirements might not be suitable as it has been prepared randomly.

Item 9.

If a learner does not meet the minimum LLN performance ratings, are there support services in place to meet their needs?

Yes

Planning reflects the evidence for the support, which the learners can get if they do not meet the LLN requirements

Item 10.

Were reasonable adjustment options identified?

Yes

Meetings indicate that the staffs have identified effective adjustment options.

Risk Control Plan

Item 11.

Does the risk control plan identify all possible issues or problems that may arise during the learning program?

Yes

Risk assessment exercise would help the personnel in coping up with the sudden risks, which may arise during the learning programs.

Learning Resource

Item 12.

Is the developed learning resource relevant to the specified unit of competency?

No

The learning resources developed specificity to the competency levels. This may deviate the learners from their focus.

Item 13.

Is the developed learning resource of a high quality?

No

The developed learning resources lack specificity, which reflects its poor quality.

Discuss and agree on areas of improvement to enhance the quality of the learning program

Hiring experts for assessing the standards and quality of the developed learning programs would help the staffs in providing quality training to the learners. Practical examinations would make them aware of the drawbacks in the learning programs. Spontaneity in rectifying these drawbacks would help in upgrade the standards and quality of learning program.

Record adjustments that were made to the learning program below

v  Graphical representation of the responses of the samples

v  Screening of the progress of the trainees

v  Field experiments

Internal Observation Checklist

Student full name:

David Peterson

Project number:

191935

OBSERVATION AREAS

YES

NO

OBSERVER’S COMMENTS

Section 1: Conduct the interview 

Total time duration:

·         The student clarified the purpose of the learning program

Yes

Its good to see that you have clearly projected the purpose of the learning program.

·         The student confirmed the training and assessment needs of the candidate

No

You failed to identify the training and assessment needs of the candidate.

·         The student identified the characteristics of the target learner group

No

Characteristics of the target learner group was not properly identified

·         The student sourced the relevant training package to meet the candidate ‘s needs

No

There was incorrect citation for the training packages related to the candidates’ needs

·         The student confirmed the competency standards

Yes

Competency levels were perfect

·         The student confirmed the training specifications

Yes

Training specifications were appropriately confirmed

·         The student used appropriate language to provide and elicit information and communicate decisions

Yes

Correct usage of language to present the ideas and decisions

·         The student used open and closed questioning techniques to confirm the candidate’s understanding

No

There was lack of open and closed ended questions

·         The student used listening techniques

Yes

You succeeded in listing out the techniques correctly

·         The student sequenced the learning tasks

Yes

The sequence of the learning tasks looks perfect

·         The student responded to problems identified 

Yes

You have correctly identified the problems

·         The student confirmed the required outcomes for the learning program 

Yes

Learning outcomes are correctly confirmed

·         The student confirmed the learning strategy 

Yes

The strategy for the learning outcomes have been duly confirmed

Section 2: Review the learning program

Total time duration:

2 hours

·         The student analysed the learning structure and delivery mode

Yes

Good

·         The student reviewed the evidence gathering techniques

No

Incorrect

·         The student discussed the support services

Yes

Could have been better

·         The student reviewed the risk control plan

No

Very good

·         The student evaluated the learning resource

Yes

Excellent

·         The student identified gaps (if applicable)

No

Poor

·         The student suggested ideas for improvement

Yes

Good

·         The student used appropriate language to provide and elicit information

No

Absolutely wrong

·         The student used open and closed questioning techniques

Yes

OK, but could have been better

·         The student used listening techniques

NO

You misunderstood the concept

·         The student organised the learning program according to the RTO’s requirements

Yes

Excellent

·         The student conducted the session according to the RTO’s policies and procedures on quality assurance

No

Could have been much better